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For Which Type of Students Does the Inverted Classroom Model Work Out?

An Empirical Analysis of Learning Success of Different Types of Students
  • Nadine Hagemus-BeckerEmail author
  • Ellen Roemer
  • Hartmut Ulrich
Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 916)

Abstract

Although the concept of inverted classroom has gained increasing attention in academic teaching, it is still unclear for which type of students inverted classroom models (ICM) really work out. The purpose of our study is to analyse the impact of ICM on the improvement of learning success for different student types. Therefore, our research provides answers to the following research questions: For which type of students does ICM really work out regarding their learning success? Whether and how far do ICM need to be adapted in order to meet the individual needs of heterogeneous student groups? An empirical study with 178 cases was conducted in four courses that have adopted ICM at an University of Applied Science in Germany. Based on five different learning behaviours, three different learning types were identified. Students showing particular learning behaviours need additional, but discriminative support for their learning success. The insights of this paper help to modify the concept of ICM so that it satisfies the needs of different types of learners.

Keywords

Inverted classroom model Learning success Student types 

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Copyright information

© Springer Nature Switzerland AG 2020

Authors and Affiliations

  • Nadine Hagemus-Becker
    • 1
    Email author
  • Ellen Roemer
    • 1
  • Hartmut Ulrich
    • 1
  1. 1.Hochschule Ruhr WestMülheim an der RuhrGermany

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